“We must do, and wait” : the influence of higher education on subjective well-being among Syrian students with refugee status in Amman, Jordan
Higher education for refugees is garnering greater attention worldwide as a means of countering the negative effects of displacement, particularly in response to the Syria crisis. This thesis contributes to literature seeking to understand the psychosocial outcomes of higher education for refugees. Through the theoretical lens of subjective well-being, which prioritises individuals’ perceptions of
